Lesson 3 - Symmetrical Balances on Apparatus
Symmetry in Body Shapes
•Year 3
•Gymnastics
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How can we create excellent symmetrical balances with our partners and move out of them with perfect flow?
Learning Objectives
- To create symmetrical balances with a partner on apparatus
- To develop controlled movements out of balances using the concept of flow
- To evaluate and improve partner work through constructive feedback
Key Outcomes
- Students will execute symmetrical balances in pairs on apparatus
- Students will demonstrate smooth, flowing movements when exiting balances
- Students will provide constructive feedback to improve performance
Equipment & Resources Required
Placed around hall with adequate spacing for safety
Alternative: Long, sturdy tables or balance beams
Positioned under and around apparatus for safety
Alternative: Crash mats or yoga mats
Various heights for different challenge levels
Alternative: Sturdy platforms or steps
Secure and checked for stability before use
Alternative: Wall bars or gymnasium wall fixtures
Mark safe working areas around apparatus
Alternative: Markers or chalk lines
Key Vocabulary
When both sides of a shape or movement are exactly the same
Holding a still position with control and stability
Smooth, continuous movement without stopping or jerky actions
Gymnastics equipment like benches, mats, and climbing frames
Where partners touch or link together in a balance
Different heights in gymnastics - low, medium, and high
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic symmetrical movements on the floor
- Simple balances individually
- Understanding of symmetry concepts
Current Skills
- Creating symmetrical balances with a partner
- Working safely on apparatus
- Moving with flow and control
Next Steps
- Asymmetrical balances on apparatus
- Creating longer sequences
- Advanced transitional movements
Milestone Indicators
Key Teaching Points
- Safety awareness must be established before any apparatus work begins
- True symmetry requires both sides to be identical - reinforce this concept throughout
- Flow is about smooth, continuous movement without jerky or stop-start actions
- Partner cooperation is essential - both students must be equally involved in creating balances
- Individual challenge levels should be encouraged while maintaining partner work
- 4-second holds develop strength and control - insist on full duration
- Peer assessment develops critical thinking and communication skills
Common Misconceptions
- Thinking symmetry just means 'both arms up' - teach variety in symmetrical shapes
- Believing flow means moving fast - emphasise control and smoothness over speed
- Assuming apparatus work is just about height - focus on quality of movement
- Thinking only complex balances are impressive - celebrate excellent simple balances
- Believing one partner should lead all decisions - encourage equal partnership
- Assuming peer feedback should focus on mistakes - teach positive observation first
SEN Adaptations
ADHD
- Shorter activity segments, clear boundaries around apparatus, regular movement breaks, explicit behaviour expectations
dyspraxia
- Extra practice time for coordination, simplified movement patterns initially, verbal cueing for movement sequences, patient skill building
autism spectrum
- Clear visual schedule of lesson progression, consistent routines, quiet spaces available, predictable apparatus layout
visual impairment
- Verbal descriptions of apparatus layout, physical guidance for equipment exploration, tactile markers for positioning, buddy system for support
hearing impairment
- Visual demonstrations of all movements, sign language support where available, written instruction cards, clear visual safety signals
physical disability
- Adapted apparatus heights, wheelchair-accessible equipment options, modified balance positions, seated variations of movements
Cross-Curricular Links
English
Vocabulary development (symmetrical, flow, apparatus), descriptive language for movement, giving constructive feedback
Maths
Symmetry concepts, counting in sequences, measuring time intervals, spatial awareness and geometry
Science
Forces and balance, gravity effects, muscle and skeleton function during movement
Art
Symmetrical patterns and designs, creating balanced compositions, understanding of aesthetic principles
Teacher Guidance
Positioning
Move between apparatus stations maintaining visual contact with all groups. Position at corner points for maximum visibility.
Observation Focus
Watch for control and stability in balances, quality of symmetrical shapes, smooth flow in transitions, partner cooperation
Intervention Points
Step in when safety is compromised, when students struggle with concepts, when apparatus selection is inappropriate
Demonstration Notes
Use clear, slow movements for all demonstrations. Emphasise symmetry visually. Show flow concepts with exaggerated smooth movements.
Verbal Cues
- •'Show me perfect symmetry!'
- •'Flow like water!'
- •'Four gymnastics counts!'
- •'Safety first, challenge second!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Large hall or gymnasium, minimum 15m x 12m, with high ceiling for apparatus work
Surface Check
Non-slip surface, dry and free from obstacles. Mats provided for all landing areas
Equipment Safety
Safety Checks
- •All apparatus checked for stability before lesson
- •Safety mats positioned under and around apparatus
- •Maximum one pair per piece of apparatus
- •Equipment appropriate for Year 3 age group
Risk Management
Key Risks
- •Falls from apparatus
- •Collisions between students
- •Unsupervised apparatus use
- •Inappropriate risk-taking
Risk Mitigation
- •Clear safety rules established and reinforced
- •Only one pair per apparatus at any time
- •Progressive skill building from floor to apparatus
- •Continuous teacher supervision and positioning
- •Safety mats under all apparatus
- •Age-appropriate challenge levels maintained
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all apparatus stations
- •Move between groups to provide close supervision
- •Monitor apparatus stability throughout lesson
- •Watch for fatigue affecting safety
Emergency Procedures
Stop signal recognised by all students, immediate teacher assessment, appropriate first aid response, clear evacuation routes maintained